Question 2: What are the learning methods of primary school students? Listen carefully in class, dare to speak boldly, be good at thinking and be diligent in asking questions.
Question 3: What are the rules that primary school students should learn? In fact, primary school students learn law mainly through enlightening legal knowledge, so that students can cultivate legal awareness and develop the awareness of obeying the law and protecting themselves according to law.
Pupils had better learn the following laws simply: Law on the Protection of Minors, Law on Road Traffic Safety, Law on Public Security Administration Punishment, General Principles of Civil Law and General Principles of Criminal Law.
Learning content should be adapted to students' cognitive ability, and teaching methods should be flexible and diverse, so that legal knowledge can be easily understood and accepted by students quickly.
Question 4: Where is Zhejiang? Zhejiang is the old name of Qiantang River.
Qiantang River is formed by the confluence of north and south sources.
Beiyuan originates from Liugujian Dongpo, the main peak of Huaiyushan Mountain in the southwest of Xiuning County, Anhui Province, and accepts tributaries such as Hengjiang, Lianjiang, Jinxianxi, Wuqiangxi and Shouchangjiang along the way, which is called Xin 'anjiang.
Nanyuan originated from the northern slope of Qingzhidaijian in the south of Xiuning County, Anhui Province, and is the Lanjiang River along the tributaries of Jiangshan Port, Wuxi River, Lingshan Port and Jinhua River in Cheng Na.
Question 5: What are the teaching methods and learning methods of mathematics in primary schools?
Common teaching methods: lecture, conversation, question and answer, demonstration, practice, reading guidance and classroom discussion.
Common learning methods: autonomous learning, inquiry learning and cooperative learning.
Question 6: What are the methods of teaching and learning Chinese in primary schools? Answer method (conversation method), demonstration method, situational teaching method, emotional teaching method and teacher-student interaction method. Reading method is called teaching method. Teachers first prepare lessons and master the content of teaching materials (specific knowledge), and then use oral language carriers to impart knowledge to students in the way of teachers speaking and students listening. On the basis of mastering the knowledge content of teaching materials, teachers make students master knowledge and improve their understanding ability through oral questions, students' oral answers, teachers' questions or language enlightenment and guidance, which is called answer method or conversation method. On the basis of mastering the teaching purpose and content, teachers use visual teaching AIDS such as wall charts, models and objects, and through demonstration activities and teachers' language guidance, the method of mastering knowledge is called demonstration method. (1) teaching method, as far as the purpose of teaching method is concerned, teaching method is a method to cultivate qualified talents by completing the teaching task of enabling students to master knowledge and skills, develop intelligence and physical strength, and form a certain world outlook, moral quality and personality. ② Teaching method, as far as its means are concerned, its basic means is knowledge, and teaching is to arm students with knowledge, and promote students' all-round development while imparting knowledge to them. A specific education has specific provisions on the knowledge it uses, which is mainly reflected by specific teaching materials. (3) The application of teaching methods, which is aimed at students, is a method to promote their all-round development. (4) The users and controllers of teaching methods include teachers and students, because teaching activities are bilateral activities between teachers and students, and both teachers and students are the main body of teaching activities, users and controllers of teaching methods, and they all have a dynamic role. It's just that teachers play a leading role in the activities of using teaching methods, while students master learning methods by cooperating with teachers' teaching activities and learning.
Question 7: What are the new teaching methods for Chinese teaching in primary schools?
Ren Yidan of Dong 'an School in Chang 'an, Dongguan
The fundamental purpose of Chinese teaching is to improve students' ability to correctly understand and use the language of the motherland, and at the same time promote people's all-round development. However, the current Chinese teaching focuses on understanding, that is, trivial article analysis, which leads to misplaced purposes, offside requirements and inadequate language learning. Therefore, from the reality, we should transfer the strength of learning Chinese to the use of this link to promote understanding from the use. To learn how to use it, we should attach importance to students' Chinese practice activities, so that students can cultivate a sense of language, learn to learn, develop good Chinese habits and master basic Chinese learning methods. The new Chinese syllabus also emphasizes accumulation and application, pointing out that "Chinese is the most important communication tool", and students must achieve real development in their own language practice and language communication with teachers, classmates, society and family.
In order to make students' language practice activities run flexibly in Chinese teaching, I have tried in the following aspects:
First, flexible organization of teaching
Traditional Chinese teaching is usually one text after another. Inspired by teacher Xue Fagen's "chunk teaching", I tried to downplay the strict boundaries between texts in Chinese teaching in senior high school and adopted the "unit whole teaching method". The texts of each unit are organized together, because they have some similarities, so teachers can use these similarities to concentrate on language training. When teaching, take a unit as a text and start with the whole. First, let the students read each text freely, and then let the students get a preliminary understanding of the content of the text they like and put forward doubts in a targeted manner. Then, combined with the training of this unit, we focus on organizing teaching, including lexical chunks, sentence chunks, paragraph chunks and writing chunks, so that students can seek common ground while reserving differences in various chunks and get internalization and accumulation. In this way, it not only improves the teaching speed and efficiency, but also improves the freedom of teachers to deal with textbooks, reduces analysis and pays attention to practice, so that students' language training can be fully implemented.
Second, carefully design the problem
Einstein once said, "It is often more important to ask a question than to solve it". Qi Teng Hibo, a famous Japanese educator, even thinks that teachers' questions are "the life of teaching". It can be seen how important it is to ask. But the teacher's questioning is an art. If the question is well asked, students will want to talk about it, and they will know how to talk about it, so as to achieve the purpose of understanding in application. Therefore, classroom teaching should ask questions: First, the questions should be novel. The so-called "novelty" means that teachers should be good at asking questions from new angles, and the questions should be innovative and unexpected, which can promote students to seek answers with strong interest. For example, I often design or grab some controversial and challenging questions in advance in teaching, so that they can distinguish clearly and debate thoroughly. Secondly, the problem should have capacity. Teachers should give students free space to ask questions, and encourage students to answer teachers' questions from multiple angles, channels and levels. For example, more solutions to one question, more practice to one question and more discussion to one question. Designing problems on a secondary basis should be enlightening. Combined with the key points and difficulties in teaching, carefully guide students to "what to say", guide students to actively explore and think, and clarify "how to say".
Third, cleverly create scenarios.
Teachers create scenes according to the meaning of the text, so that students can feel, remember and taste the language in an immersive way through performances, demonstrations and other activities, so that the setting of scenes and language training can be organically combined and integrated, and the purpose of "entertaining, not enjoying" can be achieved. In class, I often randomly capture or intentionally set some scenes, so that students can learn to use the language unintentionally. After learning the feet of Parthenocissus tricuspidata, let the students introduce the habits and characteristics of Parthenocissus tricuspidata in the tone of "I". Once in class, a small sparrow suddenly crashed into the classroom, but could not fly out. In this case, the students' eyes move up and down with the sparrow and suddenly move to the right. So, I stopped the class and just let them enjoy it. Finally, the sparrow stayed in the class for five or six minutes and flew out of the window. The students also woke up. I made a free speech on how the sparrow flew into the classroom, how it flew in the classroom and how it flew out of the classroom, as well as the performance, mood and views of the students on this matter. I found that several students who usually don't talk much also have the desire to express themselves, and I also sent a concrete and vivid article to my hand after class.
Fourth, create a relaxed atmosphere.
Birds fly high and need a vast and high sky; Students need a free and relaxed atmosphere to show themselves. Relevant research shows that students' thinking activities and emotional participation are closely linked. When students' emotions are in a product >>
Question 8: What are the common methods of mathematics teaching and learning in primary schools: lecture, discussion, question and answer, demonstration, practice, reading guidance and classroom discussion?
Common learning methods: autonomous learning, inquiry learning and cooperative learning.
Question 9: What are the methods of Chinese teaching in primary schools?
(1) Reading methods (reading aloud, reading silently, reciting)
(2) Teaching methods (speaking, explaining, evaluating, speaking, repeating, speaking, reading, practicing and speaking calligraphy);
(3) Dialogue method (question and answer, conversation, discussion and debate)
(4) Internship (observation, investigation, interview, visit, experiment, investigation, textual research, games, communication, tourism, internship, internship, homework, etc.). )
(5) Audio-visual education means (cameras, slide projectors, projectors, tape recorders, radio, television, movies, video recorders, voice experiments, computers, networks and multimedia).
(6) Research methods (problem-solving; Topic-inquiry type; Experimental demonstration type)
(7) Self-study method (self-study-counseling) (Lu Zhongheng, Wei Shusheng)
(8) Examples of other teaching methods:
1, Language Sense Teaching Method (Hong,)
2. Thinking teaching method
3. Emotional Teaching Method (Yu Yi)
4. Case teaching method (Genschein, Klafki)
5. Teaching Methods (Cai Clarification)
6. Situational teaching method (Li Jilin)
7. Teaching method of reading guidance (Qian Menglong)
8. Target Teaching Method (Bloom)
9. Feedback teaching method (Liu)
10, problem teaching method (Dewey, Makhmudov)
1 1, appreciation teaching method
12, activity teaching method (Dewey)
13, point-to-point teaching method
14, Happy Teaching Method (Primary School Attached to Shanghai First Normal University, etc. )
15, Successful Teaching Method (Shanghai Zhabei No.8 Middle School)
16, the whole teaching method (stop beam)
17, cooperative teaching method (Slaven, USA, monash Willy, former Soviet Union)
18, Heuristic Teaching Method (Yukime, Bo Test Method Latu) (Qiu Xuehua)
19, Design Teaching Method (Keboqu)
20. Discovery teaching method (Bruner)
2 1, innovative teaching methods (Osborne, guildford, Tao Xingzhi)
22, the difference teaching method (* * * building)
22. Unit teaching method
23. Comparative teaching method
24. Procedural teaching method (Skinner, plessy)
25. Intuitive teaching method
26. Graphic teaching method (Wang Songquan)
27. Hint teaching method (Lozanov)
28. Competition teaching method (Luo)
29. Chinese Teaching Method (Zhang Xiaochun)
30. Non-instructional teaching methods (Rogers)
3 1. Master the learning teaching method (Bloom)
32. Dalton Teaching Method (Burkhorst)
33. Teaching methods of meaningful learning (Ausubel)
34. Transfer teaching method (Ma Xinlan)
35. Try teaching methods (Qiu Xuehua)
36. Learning-guided teaching method (Xu)
Question 10: What laws are suitable for primary school students? It is suggested to buy books with popular children's laws in bookstores, but personally, more traditional education is enough. Many things in the law are suspected of depriving children of their innocence.